Programme Specification FdA Children’s Care, Learning and
Development
Please see Guidance Notes in the Programme Approval Guidance for Programme Teams to
assist in the completion of this template.
1.
Awarding Institution/Body
Teesside University [TU]
2.
Teaching Institution
Leeds City College
3.
Collaborating Organisations
(include type)
N/A
4.
Delivery Location(s)
[if different from TU]
Technology Campus, Leeds City College
5.
Programme Externally
Accredited by (e.g. PSRB)
n/a
6.
Award Title(s)
FdA Children’s Care, Learning and Development
7.
Lead School
School of Social Sciences and Law
8.
Additional Contributing
Schools
n/a
9.
FHEQ Level
[see guidance]
FHEQ Level 5
10.
Bologna Cycle
[see guidance]
Short cycle (within or linked to the first cycle)
11.
JACS Code and JACS
Description
L521
12.
Mode of Attendance
[full-time or part-time]
Full time and Part time
13.
Relevant QAA Subject
Benchmarking Group(s)
Early Childhood Studies 2007 (ISBN 978 1 84482 776
3) 2007
FD Qualification Benchmarks 2010.
Programme Spec – FdA CCLD – Version 2 – Aug 2015
14.
15.
16.
Relevant Additional External
Reference Points
(e.g. National Occupational
Standards, PSRB Standards)
Date of Production/Revision
National Occupational Standards- To reflect the suite of
NOS for Children’s Care, Learning and Development.
QAA Subject benchmarks.
Criteria for Admission to the
Programme
(if different from standard
University criteria)
The award adopts Leeds City College’s admissions
policy and criteria.
This course has minimum entry requirements of 1 x E
in a relevant A level or a pass in BTEC National
Diploma/Certificate or another vocational level 3
qualification, together with a GCSE at grade C in
English. However, candidates receiving this minimum
offer would need to demonstrate experience in and
commitment to their chosen Foundation Degree
subject.
Feb 2013
A typical offer is likely to be 2 x D at A level, or a Merit
profile in a relevant BTEC National Diploma/Certificate,
together with a number of GCSE grades at C or above
including English.
International qualifications will be assessed against
these criteria. Speakers of other languages will need to
possess an IELTS band score of 6.0 (with no-less than
5.5 in any one element) or a recognised English Level 2
qualification.
Students for part time study are required to hold a
relevant level 3 childcare qualification and will need to
be working in the childcare and education sector in a
suitable placement. Full time students will need approx.
10-12 hours a week, voluntary or paid placement in a
suitable setting on-going throughout their study.
All students will be interviewed prior to selection on the
course and have opportunity to discuss placement
requirements.
APEL/APCL may be possible dependant on
qualifications and experience.
Students will also be required to complete the
Disclosure and Barring Service process. (DBS) prior to
commencement on placement.
Programme Spec – FdA CCLD – Version 2 – Aug 2015
17.
Educational Aims of the Programme
The overall aims of the programme are to:
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18.
Develop a range of technical, professional, vocational, employability, transferable
and key skills (0-18 years) for those working or entering the childcare and
education workforce, appropriate to the level of the award.
Develop lifelong, independent and reflective learners.
Enhance the employability and career prospects of learners within the childcare
and education sector.
Produce capable and well-rounded graduates who will contribute to the childcare
and education skill base of the local economy and region.
Prepare suitably qualified and knowledgeable graduates with the ability to work
towards the changing requirements for Early Years Practitioners in light of the
developments within DfE (2013) More Great Childcare.
Learning Outcomes
The programme will enable students to develop the knowledge and skills listed below. On
successful completion of the programme, the student will be able to:
Knowledge and Understanding
KU1 Critically appraise a range of relevant and conflicting theories, concepts and
principles relating to care, development and education.
KU2 Critically analyse key values and principles associated with personal and
professional development in relation to childcare and education in the private,
public and voluntary sectors.
KU3 Analyse, evaluate and interpret a wide range of data in order to enable
unfamiliar/more complex problems and key principles relating to childcare and
education to be explored.
KU4 Analyse and appraise childcare and education principles when communicating with
children, parents/carers, colleagues and other relevant professional agencies.
Cognitive/Intellectual Skills
CI1
Analyse the impact of the application of new knowledge and understanding to
ethical work practices within the childcare and education sector.
CI2
Critically evaluate and discuss the application of key childcare principles and
values to solve more complex problems.
CI3
Develop autonomy and independence within a childcare or education setting with
limited need for supervision, whilst adhering to codes of confidentiality and ethical
work practices.
Practical/Professional Skills
PP1 Reflect on personal value systems, development and practices and compare these
with alternative systems in childcare and education.
PP2 Use research critically and effectively to sustain and develop own practice in the
childcare and education sector.
PP3
Critically evaluate practical situations in childcare and education using appropriate
tools and methods in relation to the private, public and voluntary sectors.
Key Transferable Skills
Programme Spec – FdA CCLD – Version 2 – Aug 2015
KT1
KT2
KT3
Communicate effectively with children, parents/carers, colleagues and other
relevant professional agencies within the childcare and education sector.
Demonstrate habits of critical reflection in own practice in childcare and education
and begin to modify actions appropriately.
Demonstrate an effective contribution to team working.
19.
Key Learning & Teaching Methods
A mixture of lectures, tutorials and seminars will be used. The lecture programme will
impart the necessary principles and concepts. The seminars will be a mixture of
student and tutor led sessions considering practical examples of the principles and
concepts. The tutorials will take the form of individual support and feedback for
students by tutors or other students. Tutor led sessions will be held to provide an
opportunity for students to work on examples and case studies in the areas covered by
the lectures.
Student-led tutorials will consist of action learning activities, discussion groups and
report-back sessions which allow students to develop their research, communication
and teamwork skills.
All students have an on-going placement which will be a rich source of their learning.
Students will be encouraged to make links from theory to practice and plan for their
future development. Work based practice is an integral part of each module and forms
a fundamental part of the teaching strategy.
Students will be encouraged to move from dependent to more independent and
autonomous learning from level 4 to level 5 of their study.
20.
Key Assessment Methods
The assessment process is an essential element of the programme design. Methods
are varied to support and enhance the module design and structure. Some modules are
linked to allow application of theory to practice to be assessed.
The tasks and assessment criteria are clearly explained to the students in the module
handbooks. Tutors explain these outcomes and methods to the students for clarity.
Formative feedback is integral to the teaching, learning and assessment strategy of the
course. Students will take part in discussions, seminars and peer review and
evaluations on an on-going basis. They are encouraged to share good practice from
their work placement opportunities with their peers in group work, discussions and
seminar groups.
For each module, one or two assessments will be required which may contain a number of
tasks. In addition lecturers will plan in ungraded or formative assessments as part of the
learning process; these will be shown in the module scheme of work.
At the end of the module, a mark will be awarded based on the evidence of the summative
assessments.
The team have planned a range of assessment methods throughout the Foundation
Degree to take into account students’ preferred learning styles and give opportunities
for skill development.
Assessment methods used within the course are:
 Reports
 Essays
 Case studies
 Observations
 Work based tasks
 Reflective journals
 Presentations
 Portfolios
Programme Spec – FdA CCLD – Version 2 – Aug 2015
All modules have an element of work based learning or reflection within the
assessment. This is not, however, assessed in practice but workplace feedback will be
sought in the form of placement reports and mentor feedback.
As work based learning and the links from theory to practice are integral to the award it
is essential that all students adhere to strict codes of confidentiality, and seek consent
from the appropriate sources prior to using case studies and examples from work
practice.
Programme Spec – FdA CCLD – Version 2 – Aug 2015
21.
Programme Modules
Level 4
Code
Title
Skills for Professional Development
The Supportive Learning Environment
Supporting Holistic Development
Practitioner Skills for the Early Years Educator
Supporting Families
Supporting the Unique Child
Credits
Status
20
20
20
20
20
20
Core
Core
Core
Core
Core
Core
Credits
Status
20
20
20
20
20
20
Core
Core
Core
Core
Core
Core
NonCompensatable
Yes
Compensatable
Yes
Yes
Yes
Yes
No
Yes
Level 5
Code
Title
The Reflective Practitioner
How Children Learn
Supporting Language Development
Leadership and Management
Creating Environments for Learning
Social Policy and Families
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NonCompensatable
Yes
Compensatable
No
Yes
Yes
Yes
Yes
Yes
22.
Programme Structure
Overview of structure of the modules across the Academic Year for both Full and Part
time modes of delivery.
Students studying on the foundation degree full time will attend college for 2 days per
week and work placement for a minimum of 10-12 hours per week throughout their study.
Full time students will also have increased contact time per module and tutorial and study
support sessions on their timetable.
Students studying on the foundation degree part time will attend college for 1 day per
week and be employed in a relevant workplace throughout their study. Tutorial sessions
will be booked on an individual basis.
All modules are delivered in either semester 1 or semester 2. The modules build upon
each other and the placement experience. Both part time and full time students will follow
the same pattern of study. Please see chart.
Level 4
Semester 1
Weeks 1-15
Skills for
Professional
Development
Supportive
Learning
Environments
Supporting
Holistic
Development
Semester 2
Weeks 16-30
Practitioner Skills
for the Early Years
Educator
Supporting
Families
Supporting
the Unique
Child
Semester 1
Weeks 1-15
The Reflective
Practitioner
Supporting
Language
Development
How Children
Learn
Semester 2
Weeks 16-30
Creating
Environments for
Learning
Social Policy and
Families
Leadership and
Management
Level 5
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Support for Students and Their Learning
The award adopts the approach to student learning support as identified in the Scheme
programme specification.
 Tailored induction support begins before students arrive with the admissions team,
and is reinforced at the detailed induction programme.
 A robust communications system functions to give students access to lecturers
and management; this includes e-mail, the VLE and notice boards.
 All necessary information about the programme is provided by means of the
student handbook, module handbooks and the VLE.
 Each student is allocated a tutor for regular tutorials and personal development
planning. This is implemented in the first term and continued throughout the two
years of study.
 There is an extensive range of learning resources in the Library, supported by
specialist staff who provide bespoke study skills sessions for students.
 The college offers students free and confidential counselling service and welfare
support.
 Leeds City College provides an extensive range of services for students, including
support for those with additional learning support needs.
23.
Distinctive Features
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
The teaching team have considerable academic qualifications and experience of
working professionally within various areas of the child care and education sector
e.g. nursing, midwifery, social work, teaching, management. This will help
students to develop the tools required to underpin practice and help ensure
employability skills are at the core of the delivery.
The programme has been designed with an integrated work based focus. All
students are expected to attend a suitable work placement (paid or voluntary) for
at least 10-12 hours a week on an on-going basis throughout their studies. An
emphasis on the balance between academic studies and work placement projects,
enable students to succeed within employment with appropriate transferable skills
and make the links between theory and practice.
The Every Child Matters framework is mapped into the Foundation Degree to
ensure consistency and currency of work practices.
We have built good relationships and links with employers and work experience
placements on the FdA Children’s Care, Learning and Development this has
proven to lead to employment opportunities.
Each placement setting will have allocated workplace mentors to support students
in their practical studies. These mentors attend biannual meetings at college and
have a mentor handbook. Mentors do not assess students in the workplace but
offer support and guidance and ensure confidentiality is maintained and consent is
gained.
Some of our lecturers conduct work placement visits for students, this enables
them to feedback information from placement supervisors- some of which are
current or completed Foundation Degree students. It is also an opportunity to
market the course with practitioners and create greater links with employers.
All students are selected by an application and interview process to ensure
suitability and to confirm that they can fulfil the work placement requirement.
Non- traditional learners who are in work and come as part time students achieve
well on the programme and are able to apply theory to practice and improve
practice in their setting. Many have been supported into full degrees and
promotion opportunities at work.
The first full time cohort had voluntary work placements and currently a quarter of
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

them have been employed in these settings.
Current students who have been interviewed for the top up degree have said how
the course has met their needs and improved their practitioner skills and
knowledge.
Formative feedback is integral to the teaching, learning and assessment
strategy of the course. Students take part in discussions, seminars and peer
review and evaluations on an on-going basis. They are encouraged to share
good practice from their work placement opportunities with their peers in group
work, discussions and seminar groups.
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Stage Outcomes (Foundation Degrees)
Key:
NO
K1
K = Knowledge and Understanding C = Cognitive and Intellectual P = Practical Professional T = Key Transferable [see programme specification
Programme Outcome
Critically appraise a range of relevant and conflicting theories,
concepts and principles relating to care, development and
education.
Critically analyse key values and principles associated with
personal and professional development in relation to
childcare and education in the private, public and voluntary
sectors.
Analyse, evaluate and interpret a wide range of data in order
to enable unfamiliar/more complex problems and key
principles relating to childcare and education to be explored.
Stage/Level 4(1)
Describe, explain and use key theories, concepts and principles
relevant to the childcare and education sector.
K4
Analyse and appraise childcare and education principles
when communicating with children, parents/carers,
colleagues and other relevant professional agencies.
Discuss the underpinning principles of communication and
supportive practices when working with children, parents/carers
and other professionals.
C1
Analyse the impact of the application of new knowledge and
understanding to ethical work practices within the childcare
and education sector.
Apply new knowledge and understanding of ethical work-practices
within the childcare and education sector.
C2
Critically evaluate and discuss the application of key
childcare principles and values to solve more complex
problems.
Develop autonomy and independence within a childcare or
education setting with limited need for supervision, whilst
adhering to codes of confidentiality and ethical work
practices.
Reflect on personal value systems, development and
practices and compare these with alternative systems in
childcare and education.
Use research critically and effectively to sustain and develop
own practice in the childcare and education sector.
Apply basic principles and values to solve a range of simple
problems in childcare practice.
K2
K3
C3
P1
P2
Apply knowledge of the relevant academic theory and principles
underpinning skills development in the childcare and education
sector.
Select, assess, evaluate and interpret a range of data in order to
enable key principles of childcare practice to be addressed.
Show a development towards working with limited autonomy under
direction or supervision.
Demonstrate reflective and reflexive practices to support personal
and professional development in childcare and education, moving
towards independent learning.
Reflect on own value systems, development and practices in
relation to working within the childcare and education sector.
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P3
T1
T2
T3
Critically evaluate practical situations in childcare and
education using appropriate tools and methods in relation to
the private, public and voluntary sectors.
Communicate effectively with children, parents/carers,
colleagues and other relevant professional agencies within
the childcare and education sector.
Demonstrate habits of critical reflection in own practice in
childcare and education and begin to modify actions
appropriately.
Demonstrate an effective contribution to team working.
Question concepts and theories encountered in their studies in
relation to childcare and education.
Develop communication skills with children, parents/carers and
other professionals within childcare and education.
Identify and review own personal and professional boundaries.
Use basic IT skills and tools to develop academic and professional
standards of presentation.
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Map of Outcomes to Modules
K1
Level 4
Skills for Professional
Development
Supportive Learning
Environments
Supporting Holistic
Development
Practitioner Skills for the
Early Years Educator
Supporting Families
Supporting Language
Development
Leadership and
Management
Creating Environments for
Learning
Social Policy and Families
K3
K4
C1
C2
A
P2
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
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A
A
A
A
A
A
A
A
A
A
A
A
A
T3
A
A
A
T2
A
A
A
T1
A
A
A
P3
A
A
A
A
P1
A
A
A
C3
A
A
Supporting the Unique
Child
Level 5
The Reflective Practitioner
How Children Learn
K2
A
A
A